LS2 (7-8) - 5 Students demonstrate an understanding of equilibrium in an ecosystem by …
5d using a visual model to track population changes in an ecosystem
Context of Lesson:
Within this lesson, students will be mathematically investigating densities of different populations. Students will be applying mathematical proportions when solving equations and then interpreting their results. Comparing and contrasting population densities will also allow students to mathematically and visually understand what a "less dense" population is, as well as what a "more dense" population. Students will also be brainstorming about the different types of environmental factors (biotic and abiotic) that could possibly effect a population density.
Materials:
Appropriate amount of copies of all handouts, markers/chalk, calculators.
Students will be able to... 1. Recall information about the basic structure of Biological Hierarchy. 2.Calculate population densities of different populations of organisms.
Instruction:
Opening:
Review- Review foldables that students have made by going over each biological hierarchy term aloud. Call on students to read what they have written for the different definitions. After all terms have been gone over, allow students to keep their work as a study resource for their quiz tomorrow. Opening- By activating students’ prior knowledge, ask the question, “What does the term density refer to?” After some student responses ask the question, “Can the density of a group organisms or people be determined?”. Explain to students just as the density of an object can be calculated, the density of a populations of organisms or people can be determined as well. Introduce the population density equation, by writing it on the chalk/white board. Activate prior knowledge once again by asking, “How is area calculated?”. Once student responses reveal length x width is the correct area calculation, write that on the chalk/white board. Model a sample population density problem by calculating the population density of our classroom in meters. Tell students that the area of our classroom is sixty meters squared, and as a class together calculate the population density. Leave the answer to the population density of our classroom on the board, as students will need it for comparing it to another question later in class period.
Engagement:
Activity- Students will be completing the population density handout in pairs. I will be monitoring student progress to ensure all students are focused on the task at hand. Pairs will be heterogeneously grouped.
Closure:
Solutions to the population density worksheet will be reviewed together as a class. Students who volunteer will transcribe their calculation results on the chalk/white board. For the short answer questions, I will facilitate the discussion with the class. Emphasize the biotic and abiotic factors that would affect population densities. Have students keep their population density activity as a study resource for their quiz the following day. Remind students of their quiz the following day on all of the material covered, including today’s content.
Assessment:
Informally assess students throughout the class with their participation and understanding of reviewing the biological hierarchy terms, solving the various population density problems, as well as possible biotic and abiotic factors that can influence a population. Formally assess students by their understanding and completion of the population density activity.
Lesson Title: Calculating Population Density
State Standards: GLEs/GSEs
LS2 (7-8) - 5Students demonstrate an understanding of equilibrium in an ecosystem by …
5d using a visual model to track population changes in an ecosystem
Context of Lesson:
Within this lesson, students will be mathematically investigating densities of different populations. Students will be applying mathematical proportions when solving equations and then interpreting their results. Comparing and contrasting population densities will also allow students to mathematically and visually understand what a "less dense" population is, as well as what a "more dense" population. Students will also be brainstorming about the different types of environmental factors (biotic and abiotic) that could possibly effect a population density.Materials:
Appropriate amount of copies of all handouts, markers/chalk, calculators.Objectives
Students will be able to...1. Recall information about the basic structure of Biological Hierarchy.
2.Calculate population densities of different populations of organisms.
Instruction:
Opening:
Review- Review foldables that students have made by going over each biological hierarchy term aloud. Call on students to read what they have written for the different definitions. After all terms have been gone over, allow students to keep their work as a study resource for their quiz tomorrow.
Opening- By activating students’ prior knowledge, ask the question, “What does the term density refer to?” After some student responses ask the question, “Can the density of a group organisms or people be determined?”. Explain to students just as the density of an object can be calculated, the density of a populations of organisms or people can be determined as well. Introduce the population density equation, by writing it on the chalk/white board. Activate prior knowledge once again by asking, “How is area calculated?”. Once student responses reveal length x width is the correct area calculation, write that on the chalk/white board. Model a sample population density problem by calculating the population density of our classroom in meters. Tell students that the area of our classroom is sixty meters squared, and as a class together calculate the population density. Leave the answer to the population density of our classroom on the board, as students will need it for comparing it to another question later in class period.
Engagement:
Activity- Students will be completing the population density handout in pairs. I will be monitoring student progress to ensure all students are focused on the task at hand. Pairs will be heterogeneously grouped.Closure:
Solutions to the population density worksheet will be reviewed together as a class. Students who volunteer will transcribe their calculation results on the chalk/white board. For the short answer questions, I will facilitate the discussion with the class. Emphasize the biotic and abiotic factors that would affect population densities. Have students keep their population density activity as a study resource for their quiz the following day. Remind students of their quiz the following day on all of the material covered, including today’s content.Assessment:
Informally assess students throughout the class with their participation and understanding of reviewing the biological hierarchy terms, solving the various population density problems, as well as possible biotic and abiotic factors that can influence a population. Formally assess students by their understanding and completion of the population density activity.